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The purpose of the study is to determine whether one leader set-up is better than the others according to interdisciplinary cooperation and leader legitimacy.

The study is a qualitative study based on semi-structured interviews at three Danish hospitals.

The study found that the leadership set-up did not have any clear influence on interdisciplinary cooperation, as all wards had a high degree of interdisciplinary cooperation independent of which leadership set-up they had. Instead, the authors found a relation between leadership set-up and leader legitimacy. In cases where staff only referred to a leader from their own profession, that leader had legitimacy within the staff group. When there were two leaders from different professions, they only had legitimacy within the staff group from their own profession. Furthermore, clinical specialty also could influence legitimacy.

The study shows that leadership set-up is not the predominant factor that creates interdisciplinary cooperation; but rather, leader legitimacy also should be considered. Additionally, the study shows that leader legitimacy can be difficult to establish and that it cannot be taken for granted. This is something chief executive officers should bear in mind when they plan and implement new leadership structures. Therefore, it would also be useful to look more closely at how to achieve legitimacy in cases where the leader is from a different profession to the staff.

This study explored cooperation between members of two interdisciplinary teams of educators within the agricultural field in a northeastern state. A researcher-developed instrument was used to explore individual perceptions regarding interdisciplinary cooperation. Using qualitative methods, the researchers intended to bring to light the thoughts, feelings and perceptions of educators regarding both the benefits and successes they had encountered, as well as the barriers they had come across during their cooperative experiences. Results indicated several areas of overlap for the disciplines. Recognized advantages included programmatic improvement, time saved, workload reduction and an increase in available resources. Barriers mentioned include time constraints, lack of awareness combined with perceived programmatic differences, and the lack of relationships and networks across disciplines. Suggestions include further research on the subject of cooperation, as well as possible combined in-service training sessions, encouraging the development of relationships through pre-service means (i.e., a combined undergraduate course) and administrator education.

Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014).

The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019).

The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multiprofessional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.

This paper analyses French and US universities’ organizational responses to the more or less explicit pressures they face to go interdisciplinary. Defining universities as pluralistic organizations, I show that the implementation of interdisciplinary research does not result in well-integrated institutional strategies, but rather combines initiatives from the scientific community and from university leaders. Based on case studies conducted on the development of interdisciplinary nanomedicine in five leading French and US research universities, I identify three settings where the implementation of interdisciplinarity involves shifts in organizational structure – in principal investigator-based research teams and scientific networks, in departmental boundaries, and in institutional structures, and question issues of governance, leadership and resource allocation arising from those shifts. We see similarities between the two countries in terms of how initiatives by “entrepreneurial academics” – searching for funds for interdisciplinary research – and by the university leadership – also searching for funds, and redefining institutional projects around interdisciplinarity – complement each other. We also identify one major difference – with French pro-interdisciplinary university policies being strongly influenced by a political impetus from the French ministry of higher education and research.

The purpose of this paper is to understand how the hospital staff (nurses and physicians) at two hospital wards have coped with everyday work having leaders in conflict or longer periods without one or the other leader and whether the way the staff handled the challenges was resilient.

Through semi-structured interviews with the staff at the two wards, the authors analysed how the staff were working, if they had cooperation and interdisciplinary cooperation, how they would handle uncertainties and how they coped with the absence of their leaders.

The staff at both wards were handling the everyday work in a resilient way. The authors argue that to increase the resilience in an organisation, leaders should acknowledge the need to establish strong emotional ties among staff and at the same time ensure role structures that make sense in the everyday work.

This study reports on original work and shows what decision makers could do to increase resilience in an organisation. This paper shows that the organisational context is important for the staff to act resiliently. As leaders come and go, it can be important for the stability of the organisation to promote the staff in acting resiliently independent of the leader situation.

The paper aims to compare and evaluate two Norwegian municipal networks for climate change adaptation, to see how such networks should be initiated and implemented as a means of achieving adaptation measures within municipalities.

The findings are based on 12 qualitative interviews taken from two case studies, and the results are explained in relation to the multilevel network framework and environmental psychology.

Multilevel networks can promote learning and identification of specific actions in connection with climate change adaptation. The aim should be to establish interdisciplinarity, with participants from at least two authority levels. Representatives should be in positions that enable them to introduce acquired knowledge to the organization and influence its application. A network requires organizational commitment, during the initial phase and throughout the follow-up process. Municipal leaders (mayors) must be aware of the network, act as signatories to relevant documents, and be familiar with participating representatives. Commitment to knowledge application within the organization also requires that participants understand where and how to work strategically to convert new ideas into action.

This paper presents practical and research-based guidelines for the management of climate change adaptation networks at municipal, county and national authority levels.

This paper combines political science and environmental psychology perspectives as a means of analysing network achievements. A psychological approach may help to promote a greater understanding of why and how network knowledge is transferred.

At the opening of the twenty‐first century, developments of digital libraries have been attracting the attention of many countries and Taiwan is no exception. The purpose of this article lies in delineating recent developments of digital libraries in Taiwan. This article first quotes a definition of a digital library, and based on this definition, an overview of some of the digital library programs in Taiwan is presented. These programs are divided into four categories: preservation of Chinese and Taiwanese culture; establishment of domestic research digital libraries; provision of foreign research digital libraries and integration of conventional and digital libraries.

The purpose of this paper is to analyze the role of trans-contextual processes of implementation and governance in the transformation of social and labor inclusion policies in Norway and Italy, including research and practical implications.

It combines qualitative case studies with a framework that makes them comparable, namely, the Logics of Welfare.

Differences and similarities are related to regimes’ path dependencies as well as interactions between bottom-up and top-down dynamics of implementation. Their shifting logics and patterns enhance or hinder the local actors’ agency and enactment, and the systems’ capability to reduce the risks of exclusion. Results and the ways in which they are achieved are different, although in both cases the inclusion in the labor market remains a contended issue.

The comparison is based on two case studies. A further development of in-depth comparative analysis may improve our understanding of the role of contexts in the implementation of policy reforms.

Reforms have limited capacity to achieve the expected outcomes, including due to a limited understanding of context-based factors. Practitioners and policy makers should take greater account of the latter and their active role in modifying them.

This paper provides a deeper comprehension on how policy practices affect citizens’ hard pathways toward inclusion.

Through a comparative context-based analysis, the paper shows important differences, similarities and shifting modes of operation in activation policy as well as the role of socio-organizational contexts and bottom-up mobilizations. It looks forward to the possible added value derived from a wider testing of such approaches.

Purpose — The chapter discusses the challenges of developing a three year bachelor's programme in information management. The argument focuses on creating a programme that (1) facilitates cooperation with the business community, (2) represents a coherent whole that fosters student identity and (3) provides an explanatory framework for information management.

Design/methodology/approach — A model for curriculum development is presented which takes its starting point in the business community's perception of the graduates’ future practice. Interdisciplinary theory, and its continuum of integration from multidisciplinarity to interdisciplinarity to transdisciplinary is applied as the backbone of the programme structure, and its role in creating progression is discussed, together with the importance of problem-oriented work, and the interplay between problem-based and discipline-based elements of the programme. The information management programme distinguishes between ‘information management’ as an umbrella term for the whole programme and ‘information management’ in a more narrow and discipline-specific perspective rooted in information science.

Findings — It is shown how the programme elements (projects, internship, semester themes and courses) are combined so that each single element contributes to gradually build up a holistic view of information processes and practices in organisations. The underlying structure of the programme contributes to a coherent, theoretically based explanatory framework for information management.

Practical implications — The chapter describes benefits and challenges of interdisciplinary curriculum development and may be provide inspiration for curriculum developers.

Originality/value — Interdisciplinary theory may be useful to respond to the challenges of engaging several disciplines in the information management field. It is suggested that multidisciplinarity may be supplemented or replaced by more interdisciplinary approaches in the future.

Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working together across disciplines is almost a requirement to stay afloat in the competitive arena most principal investigators are finding themselves in. This study sought to synthesize existing research on leadership behaviors of these investigators in the agricultural discipline. The sections specifically addressed include team science, discipline structure, boundary work, challenges of interdisciplinary research, the direction of research, and leadership in interdisciplinary teams. After analyzing 32 articles, researchers determined that research should continue to investigate the role of leadership behaviors in primary investigators to continue to improve effectiveness.